Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What) (H).2 Engage (Hook) (E).3 Students will know... (content) (Equip), Graphic Organizer andCooperative Learning (Explore), working on product (partners, teams...) (Experience) (R).4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine). (E).5Formative Assessment:Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailors) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that World War II brought the United States out of the Great Depression. (Where) It is important for students to understand how the Great Depression transitions into World War II. (Why)Students understand major ears, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.(What) (H) 1.2 It is important to understand how quickly a country can change after one event. A good example to use here is 9/11. (E) 1.3 Students will know FDR, Hoover, Truman, Great Depression economy, American culture during World War II, Pearl Harbor.... (Equip). Students will use a T-Chart to compare life in America during the Great Depression and World War II. Students will use the cooperative game Give One, Get One to review information about the transition in the culture and economy of the United States from the Great Depression and World War II. (Explore) Students will work in groups to make a podcast describing America's culture and economy before and after America's entrance in World War II .Students will also create and present to their classmates a comic strip describing aspects of everyday Americans' lives during World War II.(Experience) (R) 1.4 The teacher will use Oral Questioning to make sure students are fallowing what we are talking about when it comes to American culture before and after the start of World War II. The teacher will also use Take and Pass at the end of a lesson to see how much information the students retained.(Rethink), Students will also be using a check list to give feedback to their classmates based on their comic and podcast. (Rethink/Revise), The teacher will give students written feedback based on a check list of what they needed for the comic and podcast (Revise/Refine). (E-2) 1.5 Formative Assessment:Pre-Assessment: Students will take a survey about general information about American culture during World War II and the Cold War, and America's involvement both events. Checking for Understanding: Oral Questioning and Take and Pass. Timely Feedback: peer, teacher (Evaluate) (T) 1.6 Tailors Verbal: At the start of the unit, students will read an article about a basic overview of life for the average American during World War II. Logic: Students have to think deeply about how America changed from the Great Depression and World War II. Visual: During the lesson, the teacher will use political cartoons to show the propaganda that raised moral during World War II. Musical: To start the lesson, the teacher will use a song from the time period to show part of the culture of America during World War II. Kinesthestic: N/A Intrapersonal: Students will work on their own to make a comic describing every day life during World War II. Interpersonal: Students will work in groups to make a podcast describing America's culture and economy before and after America's entrance in World War II. Naturalist: N/A (O) 1.7 Students will be able to describe that World War II changed homeland America and imagine the lives of Americans during World War II. (Explanation and Empathy) Product: Comic and Podcast Number of Days: 3-4 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students understand that the Untied States helped turn the tied of World War II. (Where), It is important for students to understand turning points in history. (Why), Students understand major ears, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.(What) (H) 2.2 World War II is one of, if not the most important event in modern history. Even some problems today have roots to World War II. (Hook) (E) 2.3 Students will know Hitler, Mussolini, Churchill, Zedong, Ho Chi Minh, FDR, Putton, World War II, World War II battles (Midway, D-day, Stalingrad, invasion of Poland, Battle of the Bulge...), Pairs Peace Conference... (Equip). Students will use a Fact Opinion Chart to write down the major battles that the United States partook in, and then write their opinion on how much the USA affected these battles. Once completed, students will share their information and opinions with each other through a Pair Discussion, and see if either partner missed a major event. (Explore) Students will participate in a wiki debate about how much the United States affected World War II. After this, students will create a slide show presentation where they explain their reasoning behind how much they think the United States affected the war (Experience). (R) 2.4 I will use Cubing to make sure students understand the reading materials and major events during World War II (Rethink). Students will use a check list to evaluate their peers on their wiki posts and slide show presentation (Rethink/Revise). I will also be giving written feedback based on a similar checklist of what the students need to improve upon when it comes to their wiki debate and slideshow (Revise/Refine). (E-2) 2.5 Formative Assessment:Checking for Understanding: Cubing and Timely Feedback: Peer, Teacher. (T) 2.6 Tailors Verbal: The teacher will lecture about the major events of World War II and then allow the students to think about the level in which the United States impacted it. Logic: Students will analyze each major event during World War II and decide how big of an impact the USA had on it. Visual: We will look at maps of battles and battle strategies from World War II, such as the beaches of Normandy. Musical: N/A Kinesthestic: N/A Intrapersonal: Students will work on their own to build their opinion on the level of impact the United States had on World War II and make their slideshow a bout it on their own. Interpersonal: Students will be debating with their classmates on a wiki comment section about the impact the United Sates had on World War II. Naturalist: During the lesson, the class will talk about some of the terrain and weather of important events during World War II (example: the extremely cold winter that stopped the Nazi advance into Russia). (O) 2.7 Students will be able to decide and make sense of the impact the United States had on World War II. (Application and Interpretation) Product: Wiki Debate and Slideshow Time: 3-4 days (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students understand that the Untied States helped turn the tied of World War II and the aftermath of World War II led right into the Cold War.(Where), Every American should understand how the end of World War II started one of the largest political conflicts the United States has been in. (Why), Students understand major ears, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.(What) (H) 3.2 I will be using a meme to hopefully get the students attention with humor. (Hook) (E) 3.3 Students will know American culture during World War II, American culture during the Cold War, Cold War Politics, Churchill, Truman, Stalin...
(Equip) Students will use a Venn Diagram to compare and contrast American society and politics during World War II and the Cold War. Students will share the information they find using a Popcorn Share. (Explore) Students will video chat with someone who lived through either the Cold War or World War II. This will give students a primary source of information about the time period. (Experience) (R) 3.4 One checking for understanding I will use is 3-2-1, which I will ask the students to fill out on an index card at the end of a class to check and see if they understand the material. The second one is I have a question, who has the answer?. With this one, students will be given notecards talking about facts about the transition from World War II and the Cold War, and they will have to find the corresponding fact. (Rethink), Students will self evaluate the questions they asked and the information they received using a check list (Rethink/Revise), I will be using a check list to to give written feedback on their interview notes. (Revise/Refine) (E-2) 3.5 Formative Assessment: Skype Interview Checking for Understanding: 3-2-1, "I have a question, who has the answer?" Timely Feedback: Teacher and Self (T) 3.6 Tailors Verbal: Students will read notes taken during the peace negotiations after World War II. Logic: Students will compare and contrast American culture and politics during World War II and the Cold War. Visual: N/A Musical: The class will listen to music the Cold War Era, especially music that protest certain political actions during the Cold War. Kinesthestic: Students will be moving when they have to get up and share their ideas about comparing and contrasting American life during World War II and the Cold war during the popcorn share. Intrapersonal: Students will initially fill out their venn diagram comparing and contrasting American society during World War II and the Cold War on their own before sharing their ideas. Interpersonal: Students will interact with someone who lived during the Cold War or World War II to get a better understanding of how life was during either event. Naturalist: N/A (O) 3.7 Students will be able to analyze the transition from one major world event to another. (Perspective)Product: Skype, Number of Days: 2-3 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students understand that the aftermath of World War II led right into the Cold War. (Where), The Cold War is important to study because the world is still dealing last affects from the Cold War. (Why), Students understand major ears, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.(What) (H) 4.2 I will start the hook with the reason why the cold war is important to study; the world is still dealing with many repercussions of the Cold War.(Hook) (E) 4.3 Students will know Pairs Peace Conference, the Cold War (Korean War, Warsaw Pact, Truman Doctrine, Cuban Missile Crisis, Vietnam War, Nikita Khrushchev, Nixon, JFK, Stalin... (Equip) Students will use a Sequence Chart to keep track of the order of the major events of the Cold War. After this is filled out, we will do a Rally Robin to figure out how each event was part of a domino effect that slowly added more and more tension between Russia and the United States. (Explore) Students will make a timeline electronically of the Cold War and how each event added more tension to each side. (Experience) (R) 4.4 I will use a 3-minute Pause so students can reflect as we work on the lesson. (Rethink), Students will assess their classmates' timelines using a check list (Rethink/Revise), I will be writing feedback on a rubric (Revise/Refine). (E-2) 4.5 Formative Assessment: Timeline Checking for Understanding: 3-minute pause and Timely Feedback: Teacher and Self (T) 4.6 Tailors Verbal: N/A Logic: Students will analyze how each event during the Cold War added more and more tension between the United States and Soviet Russia. Visual: Students will look at United States propaganda related to the Cold War. Musical: N/A Kinesthestic: Students will role play being different delegates from each country that attended the Paris Peace Conference and react it. Intrapersonal: Students will work on their own to create their timelines of the Cold War. Interpersonal: Students will participate in a Rally Robin to figure out how each event was a part of a domino effect that slowly added more and more tension between Russia and the United States. Naturalist: The class will discuss the terrain of certain places that were significant to the Cold War, such as Vietnam. (O) 4.7 Students will be able to reflect on the long lasting impacts of the Cold War. (Self-Knowledge)Product: Timeline, Number of Days: 3-4 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know... (content) (Equip), Graphic Organizer and Cooperative Learning (Explore), working on product (partners, teams...) (Experience)
(R) .4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine).
(E) .5 Formative Assessment: Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailors)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 It is important to understand how quickly a country can change after one event. A good example to use here is 9/11.
(E) 1.3 Students will know FDR, Hoover, Truman, Great Depression economy, American culture during World War II, Pearl Harbor.... (Equip). Students will use a T-Chart to compare life in America during the Great Depression and World War II. Students will use the cooperative game Give One, Get One to review information about the transition in the culture and economy of the United States from the Great Depression and World War II. (Explore) Students will work in groups to make a podcast describing America's culture and economy before and after America's entrance in World War II .Students will also create and present to their classmates a comic strip describing aspects of everyday Americans' lives during World War II.(Experience)
(R) 1.4 The teacher will use Oral Questioning to make sure students are fallowing what we are talking about when it comes to American culture before and after the start of World War II. The teacher will also use Take and Pass at the end of a lesson to see how much information the students retained.(Rethink), Students will also be using a check list to give feedback to their classmates based on their comic and podcast. (Rethink/Revise), The teacher will give students written feedback based on a check list of what they needed for the comic and podcast (Revise/Refine).
(E-2) 1.5 Formative Assessment: Pre-Assessment: Students will take a survey about general information about American culture during World War II and the Cold War, and America's involvement both events. Checking for Understanding: Oral Questioning and Take and Pass. Timely Feedback: peer, teacher (Evaluate)
(T) 1.6 Tailors
Verbal: At the start of the unit, students will read an article about a basic overview of life for the average American during World War II.
Logic: Students have to think deeply about how America changed from the Great Depression and World War II.
Visual: During the lesson, the teacher will use political cartoons to show the propaganda that raised moral during World War II.
Musical: To start the lesson, the teacher will use a song from the time period to show part of the culture of America during World War II.
Kinesthestic: N/A
Intrapersonal: Students will work on their own to make a comic describing every day life during World War II.
Interpersonal: Students will work in groups to make a podcast describing America's culture and economy before and after America's entrance in World War II.
Naturalist: N/A
(O) 1.7 Students will be able to describe that World War II changed homeland America and imagine the lives of Americans during World War II. (Explanation and Empathy) Product: Comic and Podcast Number of Days: 3-4 (Organize)
Lesson 2
(H) 2.2 World War II is one of, if not the most important event in modern history. Even some problems today have roots to World War II. (Hook)
(E) 2.3 Students will know Hitler, Mussolini, Churchill, Zedong, Ho Chi Minh, FDR, Putton, World War II, World War II battles (Midway, D-day, Stalingrad, invasion of Poland, Battle of the Bulge...), Pairs Peace Conference... (Equip). Students will use a Fact Opinion Chart to write down the major battles that the United States partook in, and then write their opinion on how much the USA affected these battles. Once completed, students will share their information and opinions with each other through a Pair Discussion, and see if either partner missed a major event. (Explore) Students will participate in a wiki debate about how much the United States affected World War II. After this, students will create a slide show presentation where they explain their reasoning behind how much they think the United States affected the war (Experience).
(R) 2.4 I will use Cubing to make sure students understand the reading materials and major events during World War II (Rethink). Students will use a check list to evaluate their peers on their wiki posts and slide show presentation (Rethink/Revise). I will also be giving written feedback based on a similar checklist of what the students need to improve upon when it comes to their wiki debate and slideshow (Revise/Refine).
(E-2) 2.5 Formative Assessment: Checking for Understanding: Cubing and Timely Feedback: Peer, Teacher.
(T) 2.6 Tailors
Verbal: The teacher will lecture about the major events of World War II and then allow the students to think about the level in which the United States impacted it.
Logic: Students will analyze each major event during World War II and decide how big of an impact the USA had on it.
Visual: We will look at maps of battles and battle strategies from World War II, such as the beaches of Normandy.
Musical: N/A
Kinesthestic: N/A
Intrapersonal: Students will work on their own to build their opinion on the level of impact the United States had on World War II and make their slideshow a bout it on their own.
Interpersonal: Students will be debating with their classmates on a wiki comment section about the impact the United Sates had on World War II.
Naturalist: During the lesson, the class will talk about some of the terrain and weather of important events during World War II (example: the extremely cold winter that stopped the Nazi advance into Russia).
(O) 2.7 Students will be able to decide and make sense of the impact the United States had on World War II. (Application and Interpretation) Product: Wiki Debate and Slideshow Time: 3-4 days (Organize)
Lesson 3
(H) 3.2 I will be using a meme to hopefully get the students attention with humor. (Hook)
(E) 3.3 Students will know American culture during World War II, American culture during the Cold War, Cold War Politics, Churchill, Truman, Stalin...
(Equip) Students will use a Venn Diagram to compare and contrast American society and politics during World War II and the Cold War. Students will share the information they find using a Popcorn Share. (Explore) Students will video chat with someone who lived through either the Cold War or World War II. This will give students a primary source of information about the time period. (Experience)
(R) 3.4 One checking for understanding I will use is 3-2-1, which I will ask the students to fill out on an index card at the end of a class to check and see if they understand the material. The second one is I have a question, who has the answer?. With this one, students will be given notecards talking about facts about the transition from World War II and the Cold War, and they will have to find the corresponding fact. (Rethink), Students will self evaluate the questions they asked and the information they received using a check list (Rethink/Revise), I will be using a check list to to give written feedback on their interview notes. (Revise/Refine)
(E-2) 3.5 Formative Assessment: Skype Interview Checking for Understanding: 3-2-1, "I have a question, who has the answer?" Timely Feedback: Teacher and Self
(T) 3.6 Tailors
Verbal: Students will read notes taken during the peace negotiations after World War II.
Logic: Students will compare and contrast American culture and politics during World War II and the Cold War.
Visual: N/A
Musical: The class will listen to music the Cold War Era, especially music that protest certain political actions during the Cold War.
Kinesthestic: Students will be moving when they have to get up and share their ideas about comparing and contrasting American life during World War II and the Cold war during the popcorn share.
Intrapersonal: Students will initially fill out their venn diagram comparing and contrasting American society during World War II and the Cold War on their own before sharing their ideas.
Interpersonal: Students will interact with someone who lived during the Cold War or World War II to get a better understanding of how life was during either event.
Naturalist: N/A
(O) 3.7 Students will be able to analyze the transition from one major world event to another. (Perspective) Product: Skype, Number of Days: 2-3 (Organize)
Lesson 4
(H) 4.2 I will start the hook with the reason why the cold war is important to study; the world is still dealing with many repercussions of the Cold War.(Hook)
(E) 4.3 Students will know Pairs Peace Conference, the Cold War (Korean War, Warsaw Pact, Truman Doctrine, Cuban Missile Crisis, Vietnam War, Nikita Khrushchev, Nixon, JFK, Stalin... (Equip) Students will use a Sequence Chart to keep track of the order of the major events of the Cold War. After this is filled out, we will do a Rally Robin to figure out how each event was part of a domino effect that slowly added more and more tension between Russia and the United States. (Explore) Students will make a timeline electronically of the Cold War and how each event added more tension to each side. (Experience)
(R) 4.4 I will use a 3-minute Pause so students can reflect as we work on the lesson. (Rethink), Students will assess their classmates' timelines using a check list (Rethink/Revise), I will be writing feedback on a rubric (Revise/Refine).
(E-2) 4.5 Formative Assessment: Timeline Checking for Understanding: 3-minute pause and Timely Feedback: Teacher and Self
(T) 4.6 Tailors
Verbal: N/A
Logic: Students will analyze how each event during the Cold War added more and more tension between the United States and Soviet Russia.
Visual: Students will look at United States propaganda related to the Cold War.
Musical: N/A
Kinesthestic: Students will role play being different delegates from each country that attended the Paris Peace Conference and react it.
Intrapersonal: Students will work on their own to create their timelines of the Cold War.
Interpersonal: Students will participate in a Rally Robin to figure out how each event was a part of a domino effect that slowly added more and more tension between Russia and the United States.
Naturalist: The class will discuss the terrain of certain places that were significant to the Cold War, such as Vietnam.
(O) 4.7 Students will be able to reflect on the long lasting impacts of the Cold War. (Self-Knowledge) Product: Timeline, Number of Days: 3-4 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe